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Public Policy: A Sensitive and Focused Movement in the Field of Basic Education – Experiences From the Pandemic Period

Public Policy: A Sensitive and Focused Movement in the Field of Basic Education – Experiences From the Pandemic Period

Marilene Santana Dos Santos Garcia, Patrícia Margarida Farias Coelho, Eduardo Fofonca, Suzana Cristina Andrade Moura
Copyright: © 2022 |Pages: 17
ISBN13: 9781799881933|ISBN10: 1799881938|ISBN13 Softcover: 9781799881940|EISBN13: 9781799881957
DOI: 10.4018/978-1-7998-8193-3.ch015
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MLA

Garcia, Marilene Santana Dos Santos, et al. "Public Policy: A Sensitive and Focused Movement in the Field of Basic Education – Experiences From the Pandemic Period." Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies, edited by Maria José Loureiro, et al., IGI Global, 2022, pp. 306-322. https://doi.org/10.4018/978-1-7998-8193-3.ch015

APA

Garcia, M. S., Coelho, P. M., Fofonca, E., & Moura, S. C. (2022). Public Policy: A Sensitive and Focused Movement in the Field of Basic Education – Experiences From the Pandemic Period. In M. Loureiro, A. Loureiro, & H. Gerber (Eds.), Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies (pp. 306-322). IGI Global. https://doi.org/10.4018/978-1-7998-8193-3.ch015

Chicago

Garcia, Marilene Santana Dos Santos, et al. "Public Policy: A Sensitive and Focused Movement in the Field of Basic Education – Experiences From the Pandemic Period." In Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies, edited by Maria José Loureiro, Ana Loureiro, and Hannah R. Gerber, 306-322. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8193-3.ch015

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Abstract

This chapter presents a series of public policy measures that were implemented in educational contexts in Brazil and in most South American countries during the pandemic period. These measures, like guidelines, methodological suggestions, analogue and digital teaching materials, kits, and even the provision of food for the poorest members of the population, among other factors, sought to cover a wide variety of realities. The relevant fact is that many educational problems are still being faced and that these actions were incipient since they had to cover public schooling in basic education, a level where there was no experience of distance education, with the emergency implementation of remote teaching. This means that we must be more sensitive to specific actions in certain regions and also to adaptability, creativity, and inventiveness to rethink basic distance learning.

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